QUESTION 1 Which of the following barriers to problem solving is defined as func

ID: 3463407 • Letter: Q

Question

QUESTION 1

Which of the following barriers to problem solving is defined as functional fixedness?

persisting in using problem-solving strategies that have worked in the past rather than trying new ones

preferring information that confirms preexisting positions or beliefs, while ignoring or discounting contradictory evidence

tendency to think of an object functioning only in its usual or customary way

judging the likelihood or probability of an event based on how readily available the other instances of the event are in memory

1 points

QUESTION 2

Which of the following statements provide correct match of the theories of intelligence, their characteristics, and the names of their founders?

Raymond Cattell proposed a triarchic theory of intelligence that includes analytical, practical, and creative intelligences which are not inborn but learned; whereas, Robert Sternberg proposed two subtypes of general intelligence (g) such as fluid (inborn) and crystallized (learned) intelligences; while Howard Gardner developed a theory of multiarchic intelligences assuming that people have several different types of intelligence that are inborn and cannot change under the influence of culture.

Howard Gardner developed a theory of dual intelligence assuming that people have two types of intelligence and those who are stronger in inborn intelligence are equally strong in learned intelligence; while Raymond Cattell proposed two subtypes of general intelligence (g) such as fluid (inborn), which is strongger, and crystallized (learned) intelligence which is weaker; however, Robert Sternberg proposed a triarchic theory of intelligence that includes analytical, practical, and creative intelligences all of which are not inborn but learned.

Raymond Cattell proposed two subtypes of general intelligence (g) such as fluid (inborn) and crystallized (learned) intelligence; whereas, Robert Sternberg proposed a triarchic theory of intelligence that includes analytical, practical, and creative intelligences which are not inborn but learned; while Howard Gardner developed a theory of multiple intelligences assuming that people have several different types of intelligence and they can be stronger in some areas of intelligence than in others.

Robert Sternberg proposed two subtypes of general intelligence (g) such as fluid (inborn) and crystallized (learned) intelligence; whereas, Howard Gardner proposed a triarchic theory of intelligence that includes analytical, practical, and creative intelligence which are not inborn but learned; while Raymond Cattell developed a theory of multiple intelligences assuming that people have several different types of intelligence and they can be stronger in some areas of intelligence than in others.

1 points

QUESTION 3

In order for any test to be scientifically acceptable it should meet three basic requirements: standardization, reliability, and validity. Which of the following defines standardization?

the process of giving a test to a large number of people in order for the norms for the test to be developed and ensuring the procedures for administering the test are formalized so that all people who administer the test do so in exactly the same way.

a measure of the stability of test scores over time when test is given to the same person at different times or using the split-half method which involves splitting a test into two equivalent parts and determining the degree of similarity between them.

ability of a test to predict human behavior in different circumstances based on the measurement of their creative abilities to resolve problems in standard situations.

ability of a test to measure what it is intended to measure which allows to predict people's behavior in different situations based on their test results.

1 points

QUESTION 4

Which of the following statements provides a correct description and order of the cognitive development stages in Piaget's theory of cognitive development?

(1) sensorimotor stage from birth to 2 years when child uses senses and motor skills to explore and develop cognitively but lacks object permanence; (2) preoperational stage from 2 to 7 years when child has intuitive thinking versus logical reasoning, egocentric thinking without considering another's point of view, and animistic thinking believing that all things are living; (3) concrete operational stage from 7 to 11 years when child develops logical thinking, understands conservation of volumes, and can perform operations on concrete objects; (4) formal operational from 11 years and over when abstract and hypothetical thinking develop along with the ability to perform formal operations.

(1) preoperational stage from birth to 2 years when child uses senses and motor skills to explore and develop cognitively but lacks object permanence; (2) postoperational stage from 2 to 7 years when child has intuitive thinking versus logical reasoning, egocentric thinking without considering another's point of view, and animistic thinking believing that all things are living; (3) concrete operational stage from 7 to 11 years when child develops prelogical thinking, understands conservation of sizes, and can perform operations on concrete objects; (4) formal operational from 11 years and over when abstract and conventional thinking develop along with the ability to perform formal operations.

(1) sensorimotor stage from birth to 2 years when child uses senses and motor skills to explore and develop cognitively but lacks object permanence; (2) motor operational stage from 2 to 7 years when child has intuitive thinking versus dynamic reasoning, egocentric thinking without considering another's point of view, and animistic thinking believing that all things are living; (3) concrete operational stage from 7 to 11 years when child develops logical thinking, understands conservation of volumes, and can perform operations on concrete objects; (4) abstract operational from 11 years and over when abstract and hypothetical thinking develop along with the ability to perform formal operations.

(1) sensorimotor stage from birth to 2 years when child uses senses and motor skills to explore and develop cognitively and has object permanence; (2) preoperational stage from 2 to 7 years when child has logical thinking versus intuitive thinking, egocentric thinking without considering another's point of view, and animistic thinking believing that all things are living; (3) concrete operational stage from 7 to 11 years when child develops logical thinking, understands conservation of volumes, and can perform operations on digital objects; (4) formal operational from 11 years and over when abstract and hypothetical thinking develop along with the ability to perform formal operations.

1 points

QUESTION 5

Which of the following statements demonstrates the correct order and description of stages of psychosocial development in Erikson's theory?

Stage 1 - Children start asserting their sense of independence, if caregivers do not encourage their self-sufficiency.

Stage 2 - Children learn to trust or mistrust their caregivers and the world;

Stage 3 - Children who succeed in learning new life skills develop a sense of pride and competence or industry.

Stage 4 - Adolescents learn to initiate activities; they develop self-confidence and a sense of social responsibility.

Stage 5 - Mid-aged adults form long-lasting relationships, sense of connectedness and intimacy with others.

Stage 6 - Adults develop a coherent and stable self-concept by changing many professional roles and personal attitudes.

Stage 7 - Adults reflect on their past and but do not experience self-acceptance and satisfaction with their life or regret and dissatisfaction.

Stage 8 - Adults become withdrawn and avoid nurturing the young and contributing to the society through their work, family, and community activities.

Stage 1 - Children start asserting their sense of independence, if caregivers encourage their self-sufficiency.

Stage 2 - Children learn to trust or mistrust their caregivers and the world;

Stage 3 - Children who succeed in learning new life skills develop a sense of pride and competence or industry.

Stage 4 - Children learn to initiate activities; they develop self-confidence and a sense of social responsibility.

Stage 5 - Individuals form long-lasting relationships, sense of connectedness and intimacy with others.

Stage 6 - Individuals develop a coherent and stable self-concept by exploring many professional roles and personal attitudes.

Stage 7 - Individuals reflect on their past and may experience self-acceptance and satisfaction with their life or regret and dissatisfaction.

Stage 8 - Individuals are dedicated to nurturing the young and contributing to the society through their work, family, and community activities.

Stage 1 - Individuals start asserting their sense of independence, if caregivers do not encourage their self-sufficiency.

Stage 2 - Individuals learn to trust or mistrust their caregivers and the world;

Stage 3 - Individuals who succeed in learning new life skills develop a sense of pride and competence or industry.

Stage 4 - Individuals learn to initiate activities; they develop self-confidence and a sense of social responsibility.

Stage 5 - Individuals form long-lasting relationships, sense of connectedness and intimacy with others.

Stage 6 - Individuals develop a coherent and stable self-concept by changing many professional roles and personal attitudes.

Stage 7 - Individuals reflect on their past and but do not experience self-acceptance and satisfaction with their life or regret and dissatisfaction.

Stage 8 - Individuals become withdrawn and avoid nurturing the young and contributing to the society through their work, family, and community activities.

Stage 1 - Children learn to trust or mistrust their caregivers and the world.

Stage 2 - Children start asserting their sense of independence, if caregivers encourage their self-sufficiency.

Stage 3 - Children learn to initiate activities; they develop self-confidence and a sense of social responsibility.

Stage 4 - Children who succeed in learning new life skills develop a sense of pride and competence or industry.

Stage 5 - Individuals develop a coherent and stable self-concept by exploring many professional roles and personal attitudes.

Stage 6 - Individuals form long-lasting relationships, sense of connectedness and intimacy with others.

Stage 7 - individuals are dedicated to nurturing the young and contributing to the society through their work, family, and community activities.

Stage 8 - Individuals reflect on their past and may experience self-acceptance and satisfaction with their life or regret and dissatisfaction.

1 points

QUESTION 6

Which of the following statements provides a correct description of Kohlberg's levels and stages of moral development?

Preconventional level: punishment-obedience orientation followed by instrumental exchange orientation.

Conventional level: good-child orientation followed by law-and-order orientation.

Postconventional level: social-contract orientation followed by or combined with universal-ethics orientation.

Preconventional level: good-child orientation followed by law-and-order orientation.

Conventional level: punishment-obedience orientation followed by instrumental exchange orientation.

Postconventional level: social-contract orientation followed by or combined with universal-ethics orientation.

Preconventional level: good-child orientation followed by instrumental exchange orientation.

Conventional level: punishment-obedience orientation followed by law-and-order orientation.

Postconventional level: social-contract orientation followed by or combined with universal-ethics orientation.

Preconventional level: good-child orientation followed by law-and-order orientation.

Conventional level: punishment-obedience orientation followed by instrumental exchange orientation.

Postconventional level: universal-ethics orientation followed by social-contract orientation.

1 points

QUESTION 7

Which of the following statements presents the correct description of theories of aging?

Activity theory of aging: successful aging is fostered by a full and active commitment to life.

Disengagement theory of aging: successful aging is characterized by mutual withdrawal between elderly and society.

Socioemotional selectivity theory of aging: a natural decline in social contacts occur because older adults become more selective with their time.

Activity theory of aging: aging can be slowed down by avoiding a full and active commitment to work.

Disengagement theory of aging: successful aging is characterized by the mutual Internet engagement between elderly around the world.

Socioemotional selectivity theory of aging: a natural increase in social contacts occur because older adults become physically passive.

Activity theory of aging: aging can be slowed down by fostering a full and active commitment to life.

Disengagement theory of aging: successful aging is characterized by mutual engagement between elderly and society.

Socioemotional selectivity theory of aging: a natural decline in social contacts occur because older adults become less selective with their time.

Activity theory of aging: aging can be slowed down by avoiding a full and active commitment to life.

Disengagement theory of aging: successful aging is characterized by mutual engagement between elderly and young.

Socioemotional selectivity theory of aging: a natural increase in social contacts occur because older adults become less selective with their time.

1 points

QUESTION 8

Which of the following statements correctly explains gender role development theories?

Social cognitive theory suggests that children learn gender roles through rewards and punishment, and observation and imitation of adult models; whereas, cognitive learning theory asserts that children learn gender roles through social learning and active cognitive processing of gender-roe information that leads to building gender schema.

Social learning theory suggests that children learn gender roles through classical conditioning, rewards and punishment, but not through observation and imitation of adult models; whereas, gender schema theory asserts that children learn gender roles through social learning and active cognitive processing of gender-roe information that leads to imitating adult model behavior.

Social learning theory suggests that children learn gender roles through rewards and punishment, and observation and imitation of adult models; whereas, gender schema theory asserts that children learn gender roles through social learning and active cognitive processing of gender-roe information that leads to building gender schema.

Social schema theory suggests that children learn gender roles through rewards and punishment, and observation and imitation of adult models; whereas, cognitive schema theory asserts that children learn gender roles through social learning and active cognitive processing of gender-roe information that leads to building gender schema.

1 points

QUESTION 9

Which of the following statements provides correct description of biological theories of motivation?

Instinct theory explains that motivation results from conditioned biological response patterns.

Drive reduction theory asserts that motivation begins with a spiritual need which then elicits a biological drive toward behavior that will satisfy the need and restore hierarchy of needs in the body.

Optimal arousal theory proposes that individuals need a certain level of relaxation that motivate their behavior toward achieving their goals.

Instinct theory explains that motivation results from innate emotional response patterns.

Drive reduction theory asserts that motivation begins with a genetic need which then elicits an emotional drive toward behavior that will satisfy the need and restore metabolism in the body.

Optimal arousal theory proposes that individuals need a certain level of diathesis that motivate their behavior toward achieving their goals.

Instinct theory explains that motivation results from innate biological response patterns.

Drive reduction theory asserts that motivation begins with a biological need which then elicits a drive toward behavior that will satisfy the need and restore homeostasis in the body.

Optimal arousal theory proposes that individuals need a certain level of arousal that motivate their behavior toward achieving their goals.

Instinct theory explains that motivation results from learned behavioral response patterns.

Drive reduction theory asserts that motivation begins with a genetic need which then elicits a learned drive toward behavior that will satisfy the need and restore metabolism in the body.

Optimal arousal theory proposes that individuals need a certain level of agitation that motivate their behavior toward achieving their goals.

1 points

QUESTION 10

Which of the following statements provides a correct description of binge eating disorder?

Binge eating disorder is characterized by recurrent episodes of randomly consuming different amounts of food all the time associated with a feeling of stress due to eating as well as nausea and vomiting due to mixing different types of foods but may lead to purging behaviors in case if food consumed at night.

Binge eating disorder is characterized by recurrent episodes of slowly consuming large amounts of food in a long period of time associated with a feeling of happiness due to eating as well as curiosity about tasting new types of foods but may lead to purging behaviors in case if food does not taste good.

Binge eating disorder is characterized by recurrent episodes of rapidly consuming large amounts of food in a short period of time associated with a feeling of lack of control over eating as well as shame and guilt but do not lead to purging behaviors.

Binge eating disorder is characterized by recurrent episodes of frequently consuming small amounts of food all the time associated with a feeling of hunger due to gastric dysfunction as well as nausea and vomiting due to purging behaviors followed by episodes of fasting and extreme diets.

persisting in using problem-solving strategies that have worked in the past rather than trying new ones

preferring information that confirms preexisting positions or beliefs, while ignoring or discounting contradictory evidence

tendency to think of an object functioning only in its usual or customary way

judging the likelihood or probability of an event based on how readily available the other instances of the event are in memory

Explanation / Answer

1- Which of the following barriers to problem solving is defined as functional fixedness?

answer- Functional Fixedness is the tendency to think of an object functioning only in its usual or customary way;

explanation- Functional fixedness is the cognitive bias which limits the problem solving ability by thinking traditional way. he person is unable to think out of box because of functional fixedness.

2- Which of the following statements provide correct match of the theories of intelligence, their characteristics, and the names of their founders?

answer- Raymond Cattell proposed two subtypes of general intelligence (g) such as fluid (inborn) and crystallized (learned) intelligence; whereas, Robert Sternberg proposed a triarchic theory of intelligence that includes analytical, practical, and creative intelligences which are not inborn but learned; while Howard Gardner developed a theory of multiple intelligences assuming that people have several different types of intelligence and they can be stronger in some areas of intelligence than in others.

explanation- Cattell suggested two types of intelligence- fluid and crystallized . Fluid intelligence is the ability to solve problem in new situation by using logics, and identify the patterns. Crystallized intelligence is the ability to acquire new knowledge and experiences. Sternberg suggested triarchic theory, which includes analytical, practical, and creative intelligences. analytical theory is known as componential, practical as contextual and the creative is know as experiential. Gardner gave the multiple intelligence theory, in which there are 8 types of intelligence had been explained, these are- musical, visual, verbal, logical, bodily, interpersonal, intrapersonal, and naturalistic intelligence.

3- In order for any test to be scientifically acceptable it should meet three basic requirements: standardization, reliability, and validity. Which of the following defines standardization?

answer- The process of giving a test to a large number of people in order for the norms for the test to be developed and ensuring the procedures for administering the test are formalized so that all people who administer the test do so in exactly the same way.

explanation- To enhance the objectivity, compatibility, interoperability, safety of the tests in psychology standardization is important, it is the process, in which a particular test is administered on the large population.

4- Which of the following statements provides a correct description and order of the cognitive development stages in Piaget's theory of cognitive development?

answer- Piaget's theory help use to understand the development in children fro the cognitive perspective. It suggested the 4 stages of the development, sensorimotor, preoccupation, concrete, and formal. Sensorimotor stage from birth to 2 years when child uses senses and motor skills to explore and develop cognitively but lacks object permanence; (2) preoperational stage from 2 to 7 years when child has intuitive thinking versus logical reasoning, egocentric thinking without considering another's point of view, and animistic thinking believing that all things are living; (3) concrete operational stage from 7 to 11 years when child develops logical thinking, understands conservation of volumes, and can perform operations on concrete objects; (4) formal operational from 11 years and over when abstract and hypothetical thinking develop along with the ability to perform formal operations.

5- Which of the following statements demonstrates the correct order and description of stages of psychosocial development in Erikson's theory?

answer- According to Erikson theory there are 8 stages of the development. He explained the development through the entire life procedure from the psychosocial perspective.He also explained the crisis for every stage of development.